Preservice Teachers of Color and the Intersections of Teacher Identity, Race, and Place

“Because I live it.”: LGB teacher identities, as professional, personal, and political

“…Zembylas and Chubbuck (2018) note that "sub-identities, such as race, class, gender, and personal experiences, exist, and interact within a professional teacher identity" (184). For instance, in the United States Villegas and Irvine (2010) consider the potentially positive impact of teachers of color, although Jackson (2018) explains that the assumption that all teachers of color have an awareness of social justice is misguided. Within this, research is often aware of the historical legacy of racial segregation (Jackson, 2018), as well as recent concerns over recruitment and attrition (Ahmad and Boser, 2014).…”

Internalized racism and the pursuit of cultural relevancy: Decolonizing practices for critical consciousness with preservice teachers of color

“…compared to the majority of white preservice teachers. Nevertheless, what is also ignored is the influence of the context of predominantly white institutions (PWIs) on the development of teacher identity (Jackson, 2018) and culturally relevant pedagogy for PTOC. While the literature shows clear patterns of marginalization, isolation and a lack of cultural affirmation in the experiences of preservice teachers of Color in general (Brown, 2014;Cheruvu et.al., 2015), it is also apparent that PTOC acquire limited understandings of culturally relevant pedagogy in their teacher education programs at PWIs (Jackson, 2015).…”

Cultivating Asset-, Equity-, and Justice-Oriented Identities: Urban Field Experiences of Elementary Preservice Teachers of Color

“…Pedagogical identity refers to how teachers (re)negotiate who they are as pedagogues by enacting their pedagogical ideals and by drawing on their lived experiences and available resources in practice (Day et al, 2006; Jackson, 2018; Maddamsetti, 2020b). Such (re)negotiating acts can help teachers understand the nexus between their pedagogical identity and contextualized practices.…”

“…Still, the CIP might have been a missed opportunity for Mariel, Aisha, and Laura to strengthen their pedagogical resolve and push past their comfort zone in terms of justice-oriented, racial literacy practice (as shown by a disconnected aspect of JP-8), due to the lack of clearly defined expectations and norms in the CIP, and lack of peer-led negotiations of justice-oriented pedagogical understanding and practice. In particular, Mariel's case suggests that unresolved tensions during their fieldwork can directly exert a negative influence on how PSTs of Color conceptualize and employ pedagogical tools in the long term, hence posing challenges for their negotiation of pedagogical identities (Jackson, 2018).…”

“…Teacher identity provides an analytic lens for examining teachers’ pedagogical knowledge, practice, and priorities (Gee, 2000). Teachers’ identity also serves as a pedagogical tool for teachers to reflect on and respond to their own racial and cultural backgrounds, to understand how their own background affects how they position their students, and to understand how students’ racial(ized) and sociocultural experiences affect how they learn (Howard & Milner, 2014; Jackson, 2018). Teachers’ asset-, equity-, and justice-oriented identities thus play a pivotal part in (re)centering minoritized students of Color needs and goals, because asset-, equity- and justice-oriented identities can help teachers to disrupt deficit thinking and to push against or tactically negotiate contextual constraints such as high-stakes accountability (Howard & Milner, 2014; Souto-Manning, 2019; Souto-Manning & Cheruvu, 2016).…”